CONTENT AND STRUCTURAL COMPONENTS OF THE PROFESSIONAL TRAINING OF FUTURE SCIENCE TEACHERS FOR THE APPLICATION OF STEM TECHNOLOGIES

Abstract

The article explores the content and structural components of the professional training of future science teachers for the application of STEM technologies in the educational process. The relevance of the study is determined by the growing importance of interdisciplinary integration, the development of inquiry-based and project-based learning, the digitalization of education, and the need to modernize science teacher education. The significance of integrating STEM approaches into the teaching of professional disciplines, organizing experimental and research activities, implementing interdisciplinary projects, and using digital educational resources is substantiated. The expediency of combining theoretical, practical, and methodological training with pedagogical modeling, microteaching, and professionally oriented tasks is established. Five interrelated structural components of professional training are identified: motivational-value, cognitive, operational-activity, design-methodological, and reflective-evaluative. Their significance in fostering positive motivation towards STEM education, acquiring interdisciplinary knowledge, developing practical skills, designing integrated learning, and improving professional activities is revealed. It is emphasized that the interaction of these components ensures the integrity of professional training and promotes the development of research culture, creative thinking, and professional autonomy among future teachers. The practical significance of the study lies in the possibility of using its findings to improve the content of subject-specific and methodological educational components, develop STEM-oriented tasks, and organize project-based activities for higher education students. Further research prospects involve developing and experimentally validating a model of professional training, identifying the pedagogical conditions for its implementation, and establishing criteria for assessing the development of the corresponding readiness.